Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms

Autor/in	Matuzas, Mark A.
Titel	Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
Quelle	In: Networks: An Online Journal for Teacher Research, 23 (2022) 2, Artikel 2 (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6353
Schlagwörter	Elementary School Students; Second Language Learning; Second Language Instruction; English (Second Language); Action Research; Communication (Thought Transfer); After School Programs; Student Attitudes; Class Activities; Diaries; Classroom Communication; Familiarity; Teaching Methods; Learner Engagement; Student Placement; Educational Background; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Projektforschung; Communication; thought; Kommunikation; Gedanke; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schülerverhalten; Diary; Tagebuch; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerpraktikum; Vorbildung; Ausland; Korea; Republik
Abstract	In this teacher-research study I examine factors influencing willingness to communicate (WTC) on 39 students, grades 1-6, enrolled in after-school English as a foreign language (EFL) classes in Korea. Quantitative data from student surveys, was analyzed to identify student perceptions of their comfort when engaged in various types of communicative classroom activities and to identify trends occurring across gender and grade levels. Qualitative data gathered from journals recorded after each day's lessons was coded to identify themes related to classroom WTC. Findings from these data sources were compared with observation records and self-reflection. Factors identified that influence student WTC included: familiarity with speaking tasks, class size and environment, and instruction appropriate for each student's proficiency level. I recommend that EFL teachers hoping to increase student engagement become familiar with their students' educational backgrounds, social interactions within their classroom, and actively take part in the assessment and placement of students. (As Provided).
Anmerkungen	New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01